Revitalizando o cânone em sala de aula: A aproximação do estudante à obra de Machado de Assis

Abstract

A teacher’s work with the Literature subject can often be arduous. In part this comes from the lack of interest of students, in part from the lack of preparation of the teacher. In this context, this thesis seeks to propose to the teacher a critical and reflective look at the way literature and especially canonical literature is worked on in the classroom. The thesis also seeks to rethink the role of the student reader during their reading process, in order to continue their literary literacy. We intended to develop a pedagogical intervention proposal, which focused on the reading, interpretation and creative rewriting of short stories by the writer Machado de Assis, with 9th year elementary school students, in a public school. The thesis also proposes to seek a new meaning of part of the writer's work for the present day and to desacralize the canonical work, intending to bring the student closer to the work of Machado. We used a qualitative methodology, based on action research, proposed by Thiollent (1996). For data collection, we used the records made by students in their reading diaries, as proposed by Souza (2020). For the remainder of our theoretical basis, we sought, among others, a contribution from Cosson (2006, 2020) for the study of literary literacy, and from Houdart-Mérot (2013) for the study of creative rewriting. Jouve (2013) and Langlade (2013) guided our studies in the field of subjective reading.